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Professor JIANG, Lianjiang George

Professor JIANG, Lianjiang George

Professor JIANG, Lianjiang George

Assistant Professor

Academic Unit of Language and Literacy Education


Qualification

BA&MA(CQU),PhD(HKU),Postdoc(UM)

Email

[javascript protected email address]

Phone

(852) 3917 5729

Location

Room 656, Meng Wah Complex

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

Biography

Dr Lianjiang Jiang (George) is an education researcher and a language teacher educator. His expertise is in multimodality and multiliteracies in second language education, with a focus on digital multimodal composing, multimodal assessment/feedback, and digital pedagogies. He is interested in how traditional reading and writing can be expanded and repurposed in today’s digital and multimodal world. He is guided by his conviction that second language education should be responsive to linguistic and cultural diversity, social change, and digital advancements. He is passionate about developing digital multimodal pedagogies to empower marginalized second language learners and teachers to cross the linguistic, cultural, and digital divides for individual growth and social mobility. His research has a strong social equity orientation that shapes his teaching and practice.  

 

Lianjiang (George) is Principal Investigator and Co-Principal Investigator of research grants funded by Research Grants Council in Hong Kong. He has been offered chances to present his work across the globe including Asia, Australia, North America, and Europe. He has published in top-tier peer reviewed journals on digital multimodal composing, computer-assisted writing and multimodal feedback, and digital multimodal pedagogies. He is on the editorial board for Journal of Second Language Writing, TESOL Quarterly, Assessing Writing, Linguistics and Education, and Journal of Asia TEFL. He supervises PhD, EdD, Masters, and undergraduates' research projects in relation to multimodality and multiliteracies/digital literacies. He also leads the Digital Multimodal Composing Interest Group at HKU to build up a community of researchers and practitioners who share an interest in multimodality and multiliteracies in second language education. He has delivered workshops in K-12 school contexts to integrate digital multimodal composing into the language curriculum for linguistically and culturally responsive English language learning for students of diverse backgrounds. 

 

Research interests:

Digital multimodal composing, bi/multilinguals' digital literacies, multimodality/multiliteracies in technology-supported L2 writing and feedback

 

Teaching areas:

Second language acqusition, Digital literacies in the language curriculum, Qualitative research methods, Sociolinguistics and English language education

World's Top 2% Most-cited Scientists by Stanford University Ranking 2023 (Scopus)

 

Grand Prize Best Paper Award, Chongqing International Studies Association, China, 2023 (as corresponding author to the awarded paper)

 

Macao Humanities and Social Sciences Research Outstanding Achievement Award, 2022

 

Top 50 Reviewer for CALL (Computer Assisted Language Learning), 2022

 

“National Quality Online Open Course” Award, Ministry of Education, PRC.

 

Macao Talent Program Postdoctoral Fellowship, Macau SAR, China.

 

University Outstanding Research Paper, 2018

PI of RGC-Funded ECS project: Using digital multimodal composing to promote linguistic and cultural collaboration between majority and ethnic minority students of English as a second language in Hong Kong, Research Grants Council, HK$ 723,144(2023-2024)

 

CO-I of RGC-Funded GRF project: Youth digital literacy practices, online social networking and well-being: antecedents, patterns and interplay. HK$820,226 (2024-2026)

 

CO-I of RGC-Funded GRF project: Investigating Adolescents’ Digital Citizenship through Social Media: (Trans)Formation, Digital Literacy Practices and Influential Factors. HK$1,095,862 (2023-2025)

 

CO-I of  英语数字化合作续写模式的促学机制与效应研究 教育部人文社会科学研究规划基金项目 23YJA740047

 

PI of Seed Fund for basic research, HKU, Preparing preservice English teachers for linguistically responsive teaching in Hong Kong: An ethnographic case study, Seed Fund for Basic Research, HK$150,000. 2021/23. 

 

PI of Faculty Research Fund, HKU, Youths' online civic participation through digital multimodal composing: A virtual ethnography, HK$60,000, 2021-2022. 

 

Co-PI of TDG project at the University level: An integrated identity project for preparing interculturally competent foreign language teachers. HK$626,600 (2020-2022)

 

Investigating the impact of feedback practices on the English writing motivation and writing performance of university students in the Greater Bay Area, Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, 2020, Co-I

 

National Online Open Course Project Public Speaking in English, granted by Ministry of Education, China. 2018, RMB136,000. PI. (completed)

 

Outcome-based reform practice and research in public English education, Two-year project funded by Department of Education, Fujian, China. 2019, PI (completed)

 

A blended approach to curricular innovation: A case of public speaking in English, Two-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)

 

MOOC-mediated English teaching team building, Three-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)

 

English teachers’ strategies of employing multimodal resources in EFL teaching, Two-year project funded by Fujian 13th Five-Year Plan in Educational Science Research, Fujian, China. 2018,  PI. (completed)

Jiang, L.* & Hafner, C. (accept). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching. [*Corresponding author]

 

Jiang, L. Lee, I., & Yu, S. (accept). Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age, International Journal of Applied Linguistics

 

Jiang, L., Zhang, X. & Mirhosseini, S.A. (2024). “Their first language… would be a resource sometimes”: Preservice English teachers’ preparedness for linguistically responsive teaching, Languge, Culture & Curriculumhttps://doi.org/10.1080/07908318.2024.2331523

 

Jiang, L.* Li, Z. & Leung, J. (2024). Digital multimodal composing as translanguaging assessment in CLIL classrooms. Learning & Instruction. https://doi.org/10.1016/j.learninstruc.2024.101900[*Corresponding author]

 

Jiang, L., Yu, R. & Zhao, Y. (2024). Theoretical perspectives and factors influencing machine translation use in L2 writing. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2024.101099

 

Zhang, X. & Jiang, L. *(2024). Enhancing dual language learners’ language learning through parent-teacher partnerships, Language Teaching Research. [*Corresponding author]

 

Yu, S., Zhou, N. & Jiang, L. *(2024). Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices. Applied Linguistics Reviewhttps://doi.org/10.1515/applirev-2022-020 [*Corresponding author]

 

Jiang, L., Zhou, N., & Yang, Y. (2024). Student motivation and engagement in online language learning with virtual classrooms: Interrelationships with support, attitude and learner readiness, Education and Information Technologies. https://doi.org/10.1007/s10639-024-12514-4

 

Jiang, L., Zhou, N., Gu, M. & Li, X (2024). Exploring student motivation and engagement in EMI: A latent profile analysis, Language & Educationhttps://doi.org/10.1080/09500782.2024.2311146

 

Jiang, L.,* Kam, H. & Ferguson, D. (2024). Facilitating self-directed language learning during the pandemic through digital multimodal composing: A tale of two Hong Kong primary english teachers. Educational Technology & Society, 27(3). https://doi.org/10.30191/ETS.202407_27(3)SPO4 [*Corresponding author]

 

Huang, E., Jiang, L.*, & Lai, C. (2024). Examining technological environment and learner autonomy from the sociocultural perspective. Modern Foreign Languages, 47(1), 50-62. [*Corresponding author]

 

Jiang, L., Zhao, Y. & Lin, L. (2023). Scrutinizing video use in primary English classrooms. ELT Journal, https://doi.org/10.1093/elt/ccad056 

 

Zhu, G., Shen, L., Jiang, L.G., Yang, B., Shi, K. and Mena, J. (2023), "“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China", Journal of Professional Capital and Community, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JPCC-10-2022-0056   

 

Jiang, L. (2023), Multilingual youths' digital activism through multimodal composing in the post pandemic era. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2181353 

 

Fang, F., Jiang, L.*  & Yang, J. (2023).To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses, Language Teaching Research. Online advance. [*Corresponding author]

 

Li, Q., Yu, S. & Jiang, L.* (2023). Exploring the motivational profiles of Macao Portuguese LOTE learners: A tale of eight local adult learners, Journal of Multilingual and Multicultural Development.  https://doi.org/10.1080/01434632.2023.2198994 

[*Corresponding author]

 

Zhang, L. & Jiang, L.* (2023). The role of emotion in Chinese preschool teachers' identity construction. Teaching and Teacher Education, 123, 104010, [*Corresponding author] https://doi.org/10.1016/j.tate.2022.104010 

 

Jiang, L., Gu, M. M., & Fang, F. (2022). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review. https://doi.org/doi:10.1515/applirev-2022-0062

 

Jiang, L.*, & Gu, M. M. (2022). Understanding youths’ civic participation online: a digital multimodal composing perspective. Learning, Media and  Technology.  https://doi.org/10.1080/17439884.2022.2044849  [*Corresponding author]

 

Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2022.100869

 

Jiang, L.*, & Gu, M. (2022). Towards a professional development model for critical digital literacies in TESOL. TESOL Quarterly, 56(3), 1029-1040. https://doi.org/10.1002/tesq.3138[*Corresponding author] 

 

Jiang, L., Yu, S., & Zhao, Y. (2022). Incorporating digital multimodal composing through collaborative action research: challenges and coping strategies. Technology, Pedagogy and Education, 31(1), 45-61. https://doi.org/10.1080/1475939X.2021.1978534

 

Zhou, Y., Yu, S., Liu, B. and Jiang, L. (2022). "Examining the role of writing proficiency in students’ feedback literacy development" Applied Linguistics Review, 2022. https://doi.org/10.1515/applirev-2021-0133

 

Jiang, L. (2022). Facilitating EFL students’ civic participation through digital multimodal composing. Language, Culture and Curriculum, 35(1), 102-117. https://doi.org/10.1080/07908318.2021.1942032

 

Jiang, L., & & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329-1353. https://doi.org/10.1080/09588221.2020.1799824

 

Cai, Y., Fang, F., Sun, H., & Jiang, L. (2022). Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad. System, 110. https://doi.org/10.1016/j.system.2022.102896

 

Yu, S., Jiang, L., Liu, C., & Zhou, N. (2022). Profiles of Chinese secondary students’ L2 writing motivation and engagement. Educational Psychology, 1-19. https://doi.org/10.1080/01443410.2022.2108765

 

Zang, N., Cao, H., Zhou, N., Jiang, L., & Li, B. (2022). Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator. Social Psychology of Education.https://doi.org/10.1007/s11218-022-09719-1

 

Zheng, Y., Yu, S., Liu, C., & Jiang, L.* (2022). Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System, 109. https://doi.org/10.1016/j.system.2022.102870 [*Corresponding author]

 

Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Researchhttps://doi.org/10.1177/13621688221117061

 

Tsang, K., Jiang, L., & Zhu, G. (2022). Teacher Emotions in Chinese Societies: An Introduction to the Special Issue. Beijing International Review of Education, 4(1), 5-10. https://doi.org/10.1163/25902539-04010002

 

Zheng, L., Meng, H., Wang, S., Liang, Y., Nie, R., Jiang, L., Li, B., Cao, H., & Zhou, N. (2022).    Adolescents’ Family Socioeconomic Status, Teacher–Student Interactions, and Career   Ambivalence/Adaptability: A Three-Wave Longitudinal Study. Journal of Career Development. https://doi.org/10.1177/08948453221100549

 

Li, F., & Jiang, L.* (2022). Understanding efl Teachers’ Emotional Experience of Doing Research: A Review. Beijing International Review of Education, 4(1), 11-28. https://doi.org/10.1163/25902539-bja10008 [*Corresponding author

 

Wei, C., Gu, M., & Jiang, L. (2021). Exploring family language policy-making in internal migrant families in contemporary China: Negotiating habitus, capital and the social field. Current Issues in Language Planning, 23(3), 296-318. https://doi.org/10.1080/14664208.2021.2013062

 

Huang, E., Jiang, L.*, & Yang, M. (2021). The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language: an ecological perspective. Educational Technology Research and Development, 69(6), 3391-3412. https://doi.org/10.1007/s11423-021-10047-y[*Corresponding author]

 

Wang, W., & Jiang, L. * (2021). Writing on WeChat moments: Impacts on writing performance and learner autonomy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1976799[*Corresponding author

 

Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, https://doi.org/10.1177/13621688211027459

 

Ma. J. Yu, S., Reynolds, B, & Jiang, L. (2021). A qualitative investigation of Chinese students’ willingness to communicate in English in the graduate school classroom. English Language Teaching. 46(1), 77-98. https://doi.org/10.1007/s42321-021-00087-1

 

Wang, X., Jiang, L., Fang, F., & Elyas, T. (2021). Toward critical intercultural literacy enhancement of university students in China from the perspective of English as a lingua franca. Sage Open, https://doi.org/10.1177/21582440211027544

 

Jiang, L. & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis. The Asia-Pacific Education Researcher,30(6), 509-518.  https://doi.org/10.1007/s40299-021-00583-9

 

Yu, S., & Jiang, L*. (2021). L2 university students’ motivational self system in English writing: a sociocultural inquiry. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0110[*Corresponding author]

 

Yu, S., Zheng, Y. Jiang, L.*, Liu, C. & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48. https://doi.org/10.1016/j.asw.2021.100528 [*Corresponding author]

 

Gu, M., Li, Z. & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development.https://doi.org/10.1080/01434632.2021.1914064

 

Jiang, L., Yu, S., Zhou, N. & Xu, Y. (2021). English writing instruction in Chinese students’ experience: A survey study. RELC Journal.https://doi.org/10.1177/0033688220980227

 

Jiang, L., Zang, N., Zhou, N. & Cao. H. (2021). English teachers’ intention to use flipped teaching: Interrelationships with competence need satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning.https://doi.org/10.1080/09588221.2020.1846566

 

Jiang, L., Yuan, K. & Yu, S. (2021). Transitioning from pre-service to novice: A study on Macau EFL teachers’ identity change. The Asia-Pacific Education Researcher, 30(1), 11-21. https://doi.org/10.1007/s40299-020-00510-4

 

Yu, S., Jiang, L*. (2021) Early career English teachers’ professional commitment change: a Macau study. Asia-Pacific Journal of Teacher Education, 49(3), 319-333. https://doi.org/10.1080/1359866X.2020.1756221 [*Corresponding author]

 

Yu, S., Jiang, L., Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research. https://doi.org/10.1177/1362168820957024

 

Yu, S., & Jiang, L.* (2020). Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education, 44(1), 87-104. https://doi.org/10.1080/0158037X.2020.1781610 [*Corresponding author]

 

Jiang, L., Yu, S. & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System, 93. https://doi.org/10.1016/j.system.2020.102302

 

Yu, S., Wang, Y., Jiang, L*., & Wang, B. (2021). Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau. Innovations in Education and Teaching International, 58(4), 462-472. https://doi.org/10.1080/14703297.2020.1784248[*Corresponding author]

 

Yu, S., Xu, H., Jiang, L., & Chan, I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48. https://doi.org/10.1016/j.jslw.2020.100728

 

Cao, H., Liang, Y., Li, X., Zhu, L., Wu, L., Liu, H., Jiang, L., Zhou, N., * & Zhang, J. * (2020). Childhood maltreatment and affective symptoms and severity of drug addiction among Chinese male drug users: variable-centered and person-centered approaches. Journal of Aggression, Maltreatment & Trauma, 30(8), 1007-1027. https://doi.org/10.1080/10926771.2020.1796874

 

Yu, S., Jiang, L., Zhou, N. (2020). Investigating what feedback practices contribute to students' writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44. https://doi.org/10.1016/j.asw.2020.100451

 

Zhang, L., Yu, S. & Jiang, L*. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103024 [*Corresponding author]

 

Jiang, L.*, & Gao, J. (2020). Fostering EFL learners’ digital empathy through multimodal composing. RELC journal, 51(1), 70-85. https://doi.org/10.1177/0033688219898565 [*Corresponding author]

 

Jiang, L., Yu, S., & Zhao, Y. (2020). An EFL teacher’s investment in digital multimodal composing. ELT Journal, 74(3), 297-306. https://doi.org/10.1093/elt/ccaa010

 

Jiang, L. & Ren, W. (2020). Digital multimodal composing in L2 learning: Ideologies and impact. Journal of Language, Identity & Education, 20(3), 167-182. https://doi.org/10.1080/15348458.2020.1753192

 

 Meng, H., Cao, H., Hao, R., Zhou, N., Liang, Y., Wu, L., Jiang, L., Ma, R., Li, B., Deng, L., Lin, Z., Lin, X., & Zhang, J. (2020). Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities. Journal of Behavioral Addictions, 9(1), 163-174. https://doi.org/10.1556/2006.2020.00004

 

Jiang, L., Yang, M. & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing. TESOL Quarterly, 54(4), 954-979. https://doi.org/10.1002/tesq.566

 

Huang, R. & Jiang, L*. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633-646. https://doi.org/10.1080/03055698.2020.1719387  [*Corresponding author]

 

Jiang, L., Yu, S., Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research, 25(4), 613-632. https://doi.org/10.1177/1362168819864975

 

Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72. https://doi.org/10.1016/j.jslw.2018.03.002

 

Tsang, K. K., & Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools: Studies in Education, 15(2), 228-246. https://doi.org/10.1086/699890

 

Jiang, L. (2017). The affordances of digital multimodal composing for EFL learning. ELT Journal, 71(4), 413-422. https://doi.org/10.1093/elt/ccw098

 

Jiang, L.* & Luk. J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11. https://doi.org/10.1016/j.system.2016.04.001 [*Corresponding author]

 

Jiang, L., He, C. & Zhao, Y. (2020). A narrative inquiry of teachers’ practice in using visual resources in textbooks. Global Education. 04, 68-84.[CSSCI, in Chinese]

 

Zhao, Y., Jiang, L. * & Huang, R. (2018). Investigating graded teaching reform from College English teachers' and students' experiences and perceptions, Higher Education Development and Evaluation, 34(6), 98-108. [CSSCI, in Chinese] [*Corresponding author]

 

Zhao, Y., & Jiang L. * (2018). Analyzing the instructional efficacy of MOOC-and-Cloud-class mediated flipped classroom: A case of English public speaking course, Journal of Jimei University, 6, 83-89. [in Chinese] [*Corresponding author]

 

Zhao, Y., & Jiang, L.* (2017). An experimental study on a lexical chunk approach to English major students’ timed writing ability, Journal of Inner Mongolia Normal University, 7, 127-133. [in Chinese] [*Corresponding author]

 

Jiang, L., & Zhao, Y. (2012). Analysis of discourse relations in CET writings based on Treebank, Journal of Jimei University, 2, 115-120. [in Chinese]

 

Jiang, L. (2008). Utility of Art-based narrative inquiry in new teachers’ development, Journal of Chongqing Wenli University, 27(6), 104-107. [in Chinese]

 

Yu, W., & Jiang, L. (2005). Children's Cognitive Understanding of Metaphors, Journal of Chongqing University, 6, 142-145 [in Chinese, CSSCI]

 

List of Book Reviews

Cheng, Hong, & Jiang, L. (2022). Multimodal composing in K-16 ESL and EFL education: Multilingual perspectives [book review]. Journal of Second Language Writing. 

       59, https://doi.org/10.1016/j.jslw.2022.100959 

 

Zhong, J. & Jiang, L. (2022). Reconceptualizing the writing practices of multilingual youth [book review]. Journal of Second Language Writing. 56,https://doi.org/10.1016/j.jslw.2022.100891

 

Zhong, J. & Jiang, L. (2021). Professional Development of CLIL Teachers [book review]. System, 101. https://doi.org/10.1016/j.system.2021.102570

 

Jiang, L. & Zhong, J. (2020). Re-positioning accent attitude in the global Englishes paradigm [book review]. Applied Linguistics.https://doi.org/10.1093/applin/amaa049

 

Jiang, L. (2020). English for research publication purposes: Critical plurilingual pedagogies [book review]. Journal of English for Academic Purposes, 43. https://doi.org/10.1016/j.jeap.2019.100827

 

Jiang, L. (2019). English in the disciplines: A multidimensional model for ESP course design [book review]. Journal of Second Language Writing, 44, 88-90. https://doi.org/10.1016/j.jslw.2019.03.001

 

Jiang, L. (2018). Discourse and identity on Facebook [book review]. Discourse and Communication, 12(2), 212-214. https://doi.org/10.1177/1750481317748688a

 

Jiang, L. (2018). Autonomous language learning with technology beyond the classroom [book review]. System, 75, 107-108. https://doi.org/10.1016/j.system.2018.05.005

 

List of Book Chapters

Li, M., & Jiang, L. (Forthcoming). Digital multimodal pedagogy in teacher training. In R. Hampel & U. Stickler (eds.,) Bloomsbury handbook of language learning and technology. Bloomsbury.  

 

Xie, L., Jiang, L. (2024). Facilitating Authentic and Creative English as a Foreign Language Expression Through Digital Multimodal Composing. In: Lee, J.S., Zou, D., Gu, M.M. (eds) Technology and English Language Teaching in a Changing World. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51540-8_6 

 

Tsang, K., Jiang, L., & Qin, Q. (2020). Teachers’ positive emotions and student-related matters. In J. Jaworski (Eds), Advances in Sociology Research, (pp.65-93). New York: Nova Science Publishers, Inc.

 

Jiang, L. (2019). Conducting collaborative action research: Challenges and coping strategies. In K. K. Tsang, D. Liu, & Y. Hong (Eds.), Challenges and opportunities in qualitative research (pp. 111-123). Singapore: Springer.

 

Fang, F., & Jiang, L. (2019). Critical investigation of intercultural communication instruction: Building Mainland Chinese university students' critical language awareness and intercultural literacy. In B. L. Reynolds & M. F. Teng (Eds.), English literacy instruction for Chinese speakers (pp. 211-227). Singapore: Palgrave Macmillan.

 

Tsang, K. K., & Jiang, L. (2018). Sociological understandings of teachers' emotions in second language classrooms in the context of education/curricular reforms: Directions for future research. In J. D. M. Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 73-89). Switzerland: Springer.

 

Monographs/Textbooks/Books:

Jiang, L., Zhao, Y., & Lin, Y. (2019). (eds). English grammar and sentence writing. Beijing: China Renmin University Press. (in Chinese)

Editorial board member:

Journal of Second Language Writing 

TESOL Quarterly

Assessing Writing

Linguistics and Education

Journal of Asia TEFL

Guest editor for the special issue on teacher emotions across greater China, Beijing International Review of Education, 2022

 

Doctoral supervision

PhD

Xiaoyue Zhang

Hong Cheng

Sally Xie

Rong Yu

Darren Tang (Graduated)

EdD

Xiaochen Yu

Jeff Pong

Dongjing Han

 

Doctoral thesis examination

External /Internal examiner

Weilun Chen, University of Nottingham, Ningbo

Mingyao Sun, 2024

Xiaoou Hong, 2024

Zhirui Liu, 2024

Tiffany He, 2024

Shiyu Wang, 2023

Guoyuhui Huang, 2023

Qinxu Jiang, 2022

Kuffy Ko, 2022

Gupta Kao, 2022

 

External examiner, UMOOCs blended teaching and learning: Exemplar cases selection, China University Foreign Language MOOC Alliance, December, 2020

External examiner, National Quality Courses Selection, Ministry of Education, PRC., July-August, 2020

Reviewer, 2023 conference of the American Association for Applied Linguistics, Reading, Writing and Literacy Strand.

Language and Technology Strand. 

Second and Foreign Language Pedagogy Strand.

 

Book/Book proposal reviewer for Routledge, Springer, etc. 

Reviewer, 2024 conference of the American Association for Applied Linguistics, Language and Technology Strand, Classroom Discourse strand.

Reviewer, 2023 conference of the American Association for Applied Linguistics, Reading, Writing and Literacy Strand. Language and Technology Strand. 

Top 50 Reviewer for CALL (Computer Assisted Language Learning)

 

Ad-hoc Anonymous Reviewer for:

TESOL Quarterly;

TESOL Journal;

Journal of Second Language Writing;

Computer Assisted Language Learning;

Modern Language Journal;

Assessing Writing;

Language Teaching Research;

System;

Learning & Instruction;

Linguistics & Education;

ET&S;

ETR&D;

ReCall;

International Journal of Bilingual Education and Bilingualism;

Multilingua;

Teaching & Teacher Education;

The Asia Pacific Education Researcher;

Innovations in Language Learning and Teaching;

Journal of English for Academic Purposes;

English for Specific Purposes;

Journal of Language, Identity and Education;

Asia Pacific Journal of Education;

Computer-assisted Foreign Language Education (Chinese);

Global Education (Chinese);

Asia Pacific Journal of Education;

Critical Inquiries in Language studies

Journal of Research on Technology in Education'

RELC Journal;

...etc.

Invited Scholarly keynotes/Seminars/talks/Presentations

Jiang, L. (2024). New Chinglish for playfulness and creativity. Invited talk at Wuyuan Experimental School, Xiamen, China. April, 2024

 

Jiang, L. (2024). Videos in language classrooms: A social semiotic perspective. Academic unit of language and literacy education, University of Hong Kong. March, 2024. 

 

Jiang, L. (2024). Digital multimodal composing in the wild. Invited seminar, City University of Hong Kong, Kowloon, Hong Kong. February, 2024. 

 

Jiang, L. (2024). Pride and priorities of digital multimodal composing research. Invited talk, National Institude of Education (NIE), Nanyang Technological University, Singapore. January, 2024.

 

Jiang, L. (2023). Researching on digital multimodal composing in applied linguistics: Issues on feedback, assessment, translanguaging, and literacies. Invited speech, Sun Yat-Sen University, Guangzhou, China, December, 2023.

 

Jiang, L. (2023). Researching on digital multimodal composing in applied linguistics: From linguistic benefits, task design, to teacher training. Invited speech, Sun Yat-Sen University, Guangzhou, China, December, 2023

 

Jiang, L. (2023). Qualitative coding: Theoretical underpinnings and practical guides. Invited seminar, South China Normal University, Guangzhou, China, December, 2023.

 

Jiang, L. (2023). Digital multimodal composing in LSP classrooms: A research agenda. Invited panel presentation at, 7th LSPPC conference, Zaragoza, Spain, June, 2023

 

Jiang, L. (2023). Multimodal composing for multilingual youth's digital activism in the post pandemic era. Invited keynote, National Research Center-Foreign Language Policy and Planning (NRC-FLPP), Shanghai, China. May, 2023

 

Jiang, L. (2023). AI assisted writing tools for second language writing teachers. Invited talk, Hong Kong PolyUCC, Hong Kong, May, 2023.

 

Jiang, L. (2023). Doing fieldworks in sociolinguistics and language education. Invited keynote/seminar, School of Foreign Languages, Jimei University, China, April, 2023. 

 

Jiang, L. (2023). Gaining grit for the ground: Field methods in language studies. Invited Keynote and Webinar, Mindanao State University, Iligan Institute of Technology (MSU-LLT), Iligan, Lanao del Norte, Philippines,  March, 2023. 

 

Jiang, L. (2022). What do we teach when teaching with digital multimodal composing. Invited talk at Humanities Distinguished Lecture Series of Chongqing University, 90th Anniversary of College of Foreign Languages, Chongqing University, China. December, 2022.  

 

Jiang, L. (2022). Computer supported language education in the post pandemic era: A digital multimodal composing perspective.  Technoloyg empowered foreign language education lecture series, School of Foreign Studies, Shanghai University of Finance and Economics. July, 2022. 

 

Jiang, L. (2022). EFL students' civic participation, digital citizenship and digital multimodal composing. 2022CCEF Cambridge China Education Forum, invited talk. June, 2022. 

 

Jiang, L., Reichert, F., & Zhang, C. (2022). Forum Discussion, Research Postgraduate Conference, Faculty of Education, The University of Hong Kong. May, 2022.

 

Jiang, L. (2022). Digital multimodal composing in TESOL. Invited keynote, The 13th Harvard China Education Symposium. April, 2022.

 

Jiang, L. (2022). Engaging students with video making: A tale of two EFL teachers in Hong Kong. Public  lecture talk, Education University of Hong Kong, February, 2022.

 

Jiang, L. (2021). Towards a professional development for critical digital literacies in TESOL. Invited keynote, The 2021 International Conference on Artificial Intelligence and Technology-enhanced Language Learning Together with the Post-Graduate Academic Forum, Shanghai, November, 2021.

 

Jiang, L. (2021). Pathway to culturally sustaining L2 writing instruction: A digital multimodal composing view. invited talk, EFL teacher education and development symposium in Greater Bay Area 2021, Guangzhou, China. September, 2021. 

 

Jiang, L. (2021). From automated feedback to automatic feedback research: A sociocultural perspective, invited talk, Xiamen Medical College, July, 2021

 

Jiang, L. (2020). Multimodal text production in language teaching. English School Foundation, Hong Kong Symposium on Multimodality and Language teaching, invited talk, October, 2020

 

Jiang, L. (2020). Automated feedback in L2 writing, Invited speech, International Symposium on

 

Classroom Second Language Acquisition Research in China,China Second Language Acquisition Association,Shanghai Foreign Language Education Press;Shanghai,October, 2020

 

Jiang, L. (2020). Becoming a researcher: Challenges and advice for novice researchers and postgraduate research students, invited talk, Chongqing University, September, 2020

 

Jiang, L. (2020). Blended instructional reform and pedagogic design: A case study of National Online Open Course, invited speech, Service Training (Beijing) Education Technology Academy, October, 2020

 

Jiang, L. (2020). National Quality Courses in English language teaching, invited speech, Xiamen University of Technology, July, October

 

Jiang, L. (2020). MOOC- and SPOC-mediated pedagogic design and implementation, invited speech, Foreign Language Teaching and Research Press, Beijing, May, 2020

 

Jiang, L. (2018). A new literacy approach to critical reading in secondary English classrooms. Presented for Xiamen Xiang’an Educational Bureau, July, 2018.

 

Jiang, L. (2018). Online course development and the building of online learning community. Presented for Teacher Development Center, Jimei University, December, 2018.

 

Jiang, L. (2018). Conducting qualitative research: Five major approaches. Workshop Series for Reprinted Information Center for Social Science of Renmin University, November, 2018.

 

Jiang, L. (2018). An EFL teacher’s engagement with MOOC: Challenges and coping strategies. Presented for FLTRP at the National Foreign Language Education Forum, March, 2018.

 

Jiang, L. (2017). Digital multimodal composing in English language education: Theory and practice. Presented for Teacher Development Center, Chongqing University, September, 2017.

 

Conference Presentations

Jiang, L. (2024). Self-directed learning through digitial multimodal composing: A tale of two English language teachers. AAAL 2024, Houston, U.S. March, 2024.

 

Jiang, L. (2022). Facilitating self-directed language learning during the pandemic through digital multimodal composing, Conference Proceedings of the 1st APSCE International Conference on Future Language Learning (ICFULL) 2022. Hong Kong:
The Education University of Hong Kong. July, 2022. 

 

Jiang, L. (2021). Chinese netizens’ digital multimodal composing during the pandemics: Implications for civic engagement education, 6th International Conference Asia-Pacific LSP & Professional Communication Association, City University of Hong Kong, Hong Kong, June, 2021

 

Jiang, L. (2021). A multimodal composing approach to language teaching: What, why, and how, Public Lecture Series, Education University of Hong Kong, Hong Kong. January, 2021

 

Jiang, L. (2020). Qualitative data analysis: Problems and strategies, Invited talk, Faculty of Education, Beijing Normal University, December, 2020

 

Jiang, L. (2020). Deep learning in blended and flipped teaching: Pedagogic design and improvement, invited speech, North Minzu University, Ningxia, China, December, 2020

 

Jiang, L. (2020). Automated feedback in second language writing: Sociocultural perspective, Invited speech, Jimei University, Xiamen, China, December, 2020

 

Jiang, L. (2019). The impact of automated feedback upon L2 writing instructors’ feedback practice. National Symposium of Foreign Language Education, Xiamen, China.

 

Jiang, L. (2018). EFL Teachers’ engagement with digital multimodal composing in EFL classrooms. Asia TEFL 2018, Macau, China.

 

Jiang, L. (2018). The affordances of multimodal composing for students’ identity and investment in EFL writing. International Conference on Teaching and Researching EFL Writing in China (CEFLW), Nanjing, China.

 

Jiang, L. (2017). Teacher engagement with MOOC in language teaching. ELT symposium by FLTRP, Beijing, China.

 

Jiang. L. (2016). The challenges of using multimodal composing to facilitate learner investment. 2016 American Association of Applied Linguistics [AAAL] Annual Conference. Orland, USA.

 

L. (2014). Mediating EFL students’ English learning investment through multimodal composing in China. 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.

 

Jiang, L. (2014). Learner investment and multimodal composing. Doctoral school summer conference, Institute of Education, University of London, London, UK.

 

Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment in English learning: Chinese EFL learners' perceptions. The 5th Annual Conference of Hong Kong Association for Applied Linguistics, HK.

 

Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment: Chinese College English teachers' perceptions. The 7th International Conference on Multimodality, Hong Kong Polytechnic University, HK.

 

Jiang, L. (2012). Beyond language: The role of multimodality in English language education, Postgraduate Research Conference, Faculty of Education, HKU, HK